Development of a Flipped Learning Instructional Design Model for Clinical Reasoning Development in Preclinical Students Based on Illness Scripts

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Objectives Recent educational demands have arisen in medical schools to systematically and directly teach clinical reasoning skills to preclinical medical students. This has highlighted the need for instructional design models to guide clinical professors in designing such educational programs. Instructional design models can reduce the challenges faced by clinical professors during course design by providing comprehensive guidance on the process. However, despite this practical necessity, research in this area is lacking. Thus, this study aimed to develop and validate an instructional design model and accompanying detailed design guidelines for developing a flipped learning course aimed at enhancing clinical reasoning skills in preclinical medical students based on illness scripts. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. Methods To achieve this goal, developmental research, including model development and validation, was employed. The instructional design model and detailed design guidelines were developed based on literature reviews and a case study, and model validation was conducted through two rounds of expert validation and a usability test. Results The developed instructional design model was structured as a procedural model explaining the steps of instructional design, and designed at two levels (course and individual class). Furthermore, the model comprises six stages and 22 major design activities, while the detailed design guidelines include comprehensive explanations of design activities carried out in each stage of instructional design. Conclusions The developed instructional design model and detailed design guidelines can provide clinical professors with practical assistance in systematically designing flipped learning to enhance clinical reasoning skills in preclinical medical students based on illness scripts.